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Patterns of inclusion: fostering digital citizenship through hybrid education

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Standard

Patterns of inclusion : fostering digital citizenship through hybrid education. / Pedersen, Alex Young; Nørgård, Rikke Toft; Köppe, Christian.

I: Educational Technology & Society, Bind 21, Nr. 1, 2018, s. 225–236.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Harvard

Pedersen, AY, Nørgård, RT & Köppe, C 2018, 'Patterns of inclusion: fostering digital citizenship through hybrid education' Educational Technology & Society, bind 21, nr. 1, s. 225–236.

APA

Pedersen, A. Y., Nørgård, R. T., & Köppe, C. (2018). Patterns of inclusion: fostering digital citizenship through hybrid education. Educational Technology & Society, 21(1), 225–236.

CBE

Pedersen AY, Nørgård RT, Köppe C. 2018. Patterns of inclusion: fostering digital citizenship through hybrid education. Educational Technology & Society. 21(1):225–236.

MLA

Pedersen, Alex Young, Rikke Toft Nørgård og Christian Köppe. "Patterns of inclusion: fostering digital citizenship through hybrid education". Educational Technology & Society. 2018, 21(1). 225–236.

Vancouver

Pedersen AY, Nørgård RT, Köppe C. Patterns of inclusion: fostering digital citizenship through hybrid education. Educational Technology & Society. 2018;21(1):225–236.

Author

Pedersen, Alex Young ; Nørgård, Rikke Toft ; Köppe, Christian. / Patterns of inclusion : fostering digital citizenship through hybrid education. I: Educational Technology & Society. 2018 ; Bind 21, Nr. 1. s. 225–236.

Bibtex

@article{97148134d8c54d9d8fd9394586d09bef,
title = "Patterns of inclusion: fostering digital citizenship through hybrid education",
abstract = "Reconsidering the concept of digital citizenship and the essential component of education the authors propose that the concept of Hybrid Education may serve both as a guideline for the utilization of digital technologies in education and as a methodology for fostering new forms of participation, inclusion and engagement in society. Following T.H. Marshall’s conception of citizenship the authors suggest that becoming, belonging and the capabilities to do so is essential to digital citizenship in a culturally diverse and digitally mediated world. The paper presents a theory-based, value driven and practical orientated framework for innovation in education. The paper documents a process where participants situated around the globe worked in collaboration with a group of participants gathered at a workshop on the concept of hybridity in education and on identifying and describing educational patterns for Hybrid Education that are directly applicable in relation to the concept of digital citizenship. The process introduces a value-based and vision-driven design pattern approach to innovation in education by framing and aligning values and visions of the participants. This work resulted in approximately 85 unique pattern candidates that address various aspects of hybridity in education. In conclusion, the concept and practice of Hybrid Education is both productive and conducive to the reconsidered idea of digital citizenship proposed in the paper.",
keywords = "Digital Citizenship, Hybrid Education, Educational Design, Educational Patterns",
author = "Pedersen, {Alex Young} and N{\o}rg{\aa}rd, {Rikke Toft} and Christian K{\"o}ppe",
year = "2018",
language = "English",
volume = "21",
pages = "225–236",
journal = "Educational Technology & Society",
issn = "1176-3647",
publisher = "International Forum of Educational Technology & Society",
number = "1",

}

RIS

TY - JOUR

T1 - Patterns of inclusion

T2 - fostering digital citizenship through hybrid education

AU - Pedersen, Alex Young

AU - Nørgård, Rikke Toft

AU - Köppe, Christian

PY - 2018

Y1 - 2018

N2 - Reconsidering the concept of digital citizenship and the essential component of education the authors propose that the concept of Hybrid Education may serve both as a guideline for the utilization of digital technologies in education and as a methodology for fostering new forms of participation, inclusion and engagement in society. Following T.H. Marshall’s conception of citizenship the authors suggest that becoming, belonging and the capabilities to do so is essential to digital citizenship in a culturally diverse and digitally mediated world. The paper presents a theory-based, value driven and practical orientated framework for innovation in education. The paper documents a process where participants situated around the globe worked in collaboration with a group of participants gathered at a workshop on the concept of hybridity in education and on identifying and describing educational patterns for Hybrid Education that are directly applicable in relation to the concept of digital citizenship. The process introduces a value-based and vision-driven design pattern approach to innovation in education by framing and aligning values and visions of the participants. This work resulted in approximately 85 unique pattern candidates that address various aspects of hybridity in education. In conclusion, the concept and practice of Hybrid Education is both productive and conducive to the reconsidered idea of digital citizenship proposed in the paper.

AB - Reconsidering the concept of digital citizenship and the essential component of education the authors propose that the concept of Hybrid Education may serve both as a guideline for the utilization of digital technologies in education and as a methodology for fostering new forms of participation, inclusion and engagement in society. Following T.H. Marshall’s conception of citizenship the authors suggest that becoming, belonging and the capabilities to do so is essential to digital citizenship in a culturally diverse and digitally mediated world. The paper presents a theory-based, value driven and practical orientated framework for innovation in education. The paper documents a process where participants situated around the globe worked in collaboration with a group of participants gathered at a workshop on the concept of hybridity in education and on identifying and describing educational patterns for Hybrid Education that are directly applicable in relation to the concept of digital citizenship. The process introduces a value-based and vision-driven design pattern approach to innovation in education by framing and aligning values and visions of the participants. This work resulted in approximately 85 unique pattern candidates that address various aspects of hybridity in education. In conclusion, the concept and practice of Hybrid Education is both productive and conducive to the reconsidered idea of digital citizenship proposed in the paper.

KW - Digital Citizenship

KW - Hybrid Education

KW - Educational Design

KW - Educational Patterns

M3 - Journal article

VL - 21

SP - 225

EP - 236

JO - Educational Technology & Society

JF - Educational Technology & Society

SN - 1176-3647

IS - 1

ER -